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PSY MOTO TEST 2
| Term | Definition |
|---|---|
| Backward conditioning | an experimental arrangement where the conditioned stimulus is presented to the animal after the unconditioned stimulus – it doesn’t work. |
| Higher order conditioning | after classical conditioning has taken place and the conditioned stimulus elicits the conditioned response, a second stimulus is paired with the conditioned stimulus. After a number of pairings, the second stimulus will elicit the conditioned response. |
| Generalization | the tendency of the animal to respond to not only the original stimulus to which it was conditioned but also to related stimuli. |
| Discrimination | when the animal learns to respond to a particular stimuli and not those closely related to it. |
| Irradiation | the tendency for excitation or inhibition in a specific area of the brain to spill over into surrounding areas – it results in generalization according to Pavlov. |
| Concentration | the restriction of excitation or inhibition to a certain part of the brain – it results in discrimination according to Pavlov. |
| The first signal system | refers to physical events in the environment and how the animal responds to them – food for example. |
| The second signal system | symbols that actually represent certain environmental events. For example is you are conditioned to blink when a light is presented because of its previous pairing with a puff of air into your eye and then the experimenter says the word “light” you would |
| Blocking | conditioning has taken place to stimulus A (such as a bell) and a second stimulus is added B (such as a whistle), it is unlikely that the whistle will actually come to elicit the original conditioned response by itself. |
| Overshadowing | when two stimuli are presented together with the unconditioned stimulus, the animal will attend to the most salient(conspicuous)stimulus and little if any conditioning will take place to the second stimulus – the more salient one overshadows the second st |
| The Garcia effect | the rapid development of taste aversion in contradiction to several principals of classical conditioning – for example after only one pairing. |
| For Guthrie | learning takes place in one trail when there is contiguity between a stimulus and a response. |
| For Guthrie the recency principle is | that the last thing the animal did in the presence of the stimulus with be what it does the next time the stimulus is presented. |
| For Guthrie reinforcement is | a mechanical arrangement which changes the situation and thus prevents unlearning. |
| For Guthrie punishment is | is effective only when it causes the animal to do something different in the presence of the stimulus. |
| For Guthrie, skills, acts, and movements are | Movements are a specific response to a specific stimulus. Acts are complicated behavior patterns made up of many movements. Skills is made up of many acts which are arranged in a given sequence. |
| For Guthrie forgetting is | when an alternative response becomes conditioned to the stimulus. |
| For Guthrie the key to breaking a habit is | to find the cues that initiate the habit and practice another response in the presence of those cues. |
| Threshold method is | introducing the stimulus at a low level and gradually increasing it and keeping it below the threshold that will be noticed. |
| Fatigue method is | is having the animal respond over and over until it cannot respond anymore. |
| Incompatible response method | involves introducing other stimuli that will elicit a response which is incompatible with the other response. |
| For Estes, S refers to | all stimuli which are present at the beginning of a learning trial. |
| On the other hand, Theta is the | proportion of stimuli present at the beginning of a learning trial to which the animal actually attends to. |
| What determines the amount of generalization according to Estes? | The amount of generalization that takes place is related to the number of stimuli that the two situations have in common. |
| What is Estes’ explanation for spontaneous recovery? | Some of the stimuli that were present during learning were not present during extinction and remain conditioned to the response. |
| probability matching is | Probability matching refers to the fact that when subjects are asked to chose between two responses, the probability at which they select one comes to approximate the probability of it being correct. |
| According to Estes why is a negatively accelerated learning curve generate in most learning experiments? | You find the negatively accelerated learning curve because the data are averaged – the data from those who are in the unleaned state are averaged with those in the learned state. |
| what Harlow found regarding the changes in subjects’ ability to solve problems with practice. | As subjects solved more problems, they became better at it. |
| what Estes had to say about the composition of the learning situation | The learning situation is composed of a large but finite number of stimuli |
| According to Estes what constitutes learning? | For Estes, learning involved the switching of stimulus elements from A2 (incorrect response) to A1 (correct response). |
| What is the role of reinforcement according to Estes’ more recent position | Reinforcement provides information to the organism |
| For Harlow what constituted learning? | For Harlow learning is the elimination of incorrect strategies. |
| A1 | According to Estes, this is the correct response. |
| A2 | According to Estes, this is the incorrect response. |
| Acts | Behavior patterns usually involving some goal accomplishment – defined by what they accomplish |
| Blocking | When one CS (A) is paired with a US, it will become conditioned to that US. If, after initial conditioning, CS (A) is paired with a second CS (B) and presented to the organism as a compound stimulus CS (AB), it is found that little or no conditioning occ |
| Conditioned emotional response (CER) | A procedure used to determine the strength of a relationship between a CS and a US that combines operant or instrumental conditioning and classical conditioning. |
| Conditioned response | A response that is made to a stimulus not originally associated with the response |
| Conditioned stimulus | A stimulus that before conditioning does not cause an organism to respond in any particular way. |
| Conditioned suppression | The inhibition of a conditioned response caused by conditioned emotional responses (CERs). |
| Continuity-noncontinuity controversy | Another label for the debate over whether learning occurs gradually and in small increments or in large steps in an all-or-none fashion. |
| Error factors | False strategies that operate against the solution of a problem |
| Extinction | The procedure whereby a conditioned stimulus is presented but is not followed by reinforcement and results in the conditioned stimulus losing its ability to elicit the response |
| Garcia effect | The name given to the observation that animals form strong taste aversions easily and in apparent contradiction to several principles of classical conditioning |
| Higher order conditioning | After classical conditioning has taken place, a second conditioned stimulus is paired with the first conditioned stimulus. After a number of such pairings, the second conditioned stimulus can also elicit a conditioned response |
| Incompatible response method | The stimulus for an undesired response is presented along with another stimulus that will cause a response that is incompatible with the undesired one. |
| Irradiation (Pavlov) | The tendency for excitation or inhibition in a specific area of the brain to spill over into neighboring brain regions - use by Pavlov to explain generalization |
| Law of contiguity | Guthrie's one law of learning |
| Learned helplessness | When organisms learn that their behavior is independent of outcomes, they sometimes give up trying. |
| Learning set | Harlow's term for the finding that the more discrimination problems the animal solved, the better they became at solving them. |
| Movement-produced stimuli | Stimulation caused by the receptors found in the muscles, tendons, and joints of the body. |
| Movements | In Guthrie’s system, it is the specific response to a specific stimuli |
| Overshadowing | The observation that the most salient component of a compound stimulus will become conditioned to a US and the weaker component will not. |
| Recency principle | The response that was last made in a situation is the response that will be made when that situation next recurs. |
| Second signal system | Symbols that represent environmental events - such as language |
| Secondary reinforcer | A previously neutral stimulus that takes on reinforcing properties through its close association with primary reinforcement |
| Semantic generalization | Generalization to symbols that have a meaning similar to the meaning of the conditioned stimulus used during training. |
| Skill | A pattern of complicated learned behavior made up of many acts |
| Spontaneous recovery | Following a delay after extinction, the conditioned stimulus again elicits conditioned responses. |
| theta (θ) | The constant proportion of S experienced by the subject at the beginning of each learning trial. |
| Unconditional stimulus | A stimulus that causes a natural and automatic response from the organism. |
| Unconditional response | The natural and automatic response that is elicited when an unconditioned stimulus is presented to an organism. |
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lgamarra
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